Whether you have one English language learner in your classroom, or hundreds in your school, there is little doubt meeting the needs of these students will be at the top of most schools' agendas for professional development for many years to come.
The start of the school year is often all about building reader identities in classrooms. And then October comes, and many of the activities that help students celebrate their reading histories and preferences are forgotten. Tara Barnett and Kate Mills share ways teachers can continue to help students define, refine, and expand their reading identities all year long.
Stella Villalba is at a loss when a teacher is hostile to a new English language learner in her classroom. She considers the unspoken challenges of welcoming students who may have had no time at all in schools in their previous history.
Retelling is an essential skill many English language learners struggle with. Stella Villalba finds tackling vocabulary in context is the key for many.
There is probably no population more misunderstood or vilified than refugees. Stella Villalba shares a booklist to help young students understand the refugee's plight and experiences.
Asking the right questions of family members can get you far more valuable information than anything from an assessment, especially when you are dealing with English language learners. Stella Villalba explains why initial meetings with new families are crucial.
Did you know the average length of stay in a refugee camp is 17 years? That’s only one of the many astonishing facts Stella Villalba learned as she worked to learn more about the needs of the refugees in her school district.
Stella Villalba explains why rereading is especially useful for young English language learners, and shares some simple strategies for integrating more rereading strategies into reading and writing workshops
We spend a lot of time early in the year getting to know students and their families, and often celebrate the diversity of these families late in the year with multicultural festivals. Stella Villalba worries that this is a missed opportunity (especially with English language learners). She shares how teachers can integrate getting-to-know-you activities into regular classroom routines all year long.
Bitsy Parks shows how even the simplest picture book can lead to powerful conferring. In this example, a first-grade English language learner is reading a picture book that uses only two words in the text.
Stella Villalba explains why focusing on rhyming words is crucial for young English language learners.
Jennifer Schwanke shares some of the unique struggles parents of English language learners have in making their children's needs known, and how we can help them.
Stella Villalba finds English language learners struggle less when teachers understand what adaptations are needed in the classroom environment.
Stella Villalba starts writing workshop with her young English language learners by having everyone share their plans in a community circle.
Stella Villalba shares some of her favorite children’s books that mirror the home cultures of English language learners.
Stella Villaba models nonfiction writing for her first- and second-grade English language learners, and in the process integrates vocabulary instruction into her lesson. This is the final video in a three-part series.
Stella Villalba models nonfiction writing for her first- and second-grade English language learners, and in the process integrates vocabulary instruction into her lesson. This is the first video in a three-part series.
Stella Villalba explores why it is so important to teach vocabulary to English language learners in context.
Katie DiCesare finds patience and observation are the keys to helping a first-grade English language learner who is in the silent period.
Stella Villalba shares some modifications that can help English language learners demonstrate skills and knowledge.
Stella Villalba finds she needs new strategies for assisting a young autistic English language learner.
Stella Villalba finds what English language learners need more than almost anything else is patience with silence and time to formulate responses.
Melissa Kolb explores what needs to be in place for our youngest students to learn how to converse kindly.
Stella Villalba leads a guided reading group of first-grade English language learners, beginning with building vocabulary.
Do you have English language learners in the silent period in your school? Stella Villalba has tips for teachers working with them.
Stella Villalba gives a tour of her classroom library and publishing corner designed to support the grades 1-5 English language learners she works with daily.
Jennifer Schwanke writes about the need for teachers to understand how phrasal verbs work and why it is essential to teach them explicitly to English language learners.
In this podcast, Heather Rader chats with Ruth Shagoury about working with emergent bilingual chidren and their families.
Stella Villalba has advice about connecting nonfiction, young English language learners, and the Common Core.
Max Brand finds standard assessments don’t always give him the information he needs when working with kindergarten English language learners, so he develops his own tool for analyzing book handling skills.
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